Faculty perceptions of instructional practices and strategies: Implications for study skills support

Societal and business trends in the areas of technology, global communication, multi-literacies, and participatory learning may effect information delivery, content, and assessment of student performance in university freshmen classes. This study investigated faculty members' perceptions of their own instructional practices and use of methods and materials through a questionnaire, review of course syllabi, and personal interviews. Data were used to suggest a study skills curriculum that could support the developmental student's learning experience. Questions about use of methods and materials were derived from the review of literature which suggested that skills in technology, global communication, participatory management, and multiple literacies will be useful in today's workplace. Use of all graded and non-graded items in syllabi were also tabulated. Average use of items for each set of data was determined by degree of use or frequency of occurrence and interpreted as significant or insignificant use. Those items which showed significant use were discussed in terms of how study skills programs could support student's exposure to the item. Data analysis revealed that lectures, writing assignments, and objective exams were the dominant forms of pedagogy used. However, non-text materials, current events, inclusion of multiple and minority perspectives, external events, and graded projects comprised roughly half of the items being used. Visual materials of many types, current events-based materials, and e-mail communication were among the most used items. The syllabus also emerged as an important learning tool. Participatory methods did not show significant use, especially those using the students' voices. Faculty also expressed concern over students' critical thinking abilities and basic study habits; they too felt there was a move away from the lecture style delivery but were unsure toward what. Discussion offers practical advice on how study skills specialists can support the freshmen experience in the areas of reading of the syllabus, e-mail and computer use, visual literacy, analysis of current events, and critical thinking in the large lecture venue. The study concludes that study skills programs will be most effective if they implement systems to gain awareness of faculty's practices, and use core (required) course materials in participatory learning atmospheres.